Accessed through the Helin Catalog through the URI website: Ask Questions-and Listen!. TheScienceTeacherv. 76 no. 5 (Summer2009)p. 10
This article was written to discuss how to ask good questions. I think it serves as a reminder to teachers and a guide to new teachers, as to how to ask questions, and why this is so important in the first place. The article first reminds teachers that when they ask questions, they need to not be thinking about the next class, or what needs to be done after school, but to be in the frame of mind to truly listen to what the student is saying, even if the question was something simple like, "Did you do anything fun over the weekend?" The article discusses asking open ended questions, instead of questions that can just be answered with a "yes" or a "no." The article discusses in depth the importance of wait-time, which we know is the amount of time the teacher gives the students to answer a questions. By giving students an increased amount of wait-time, the student can think critically about the answer. The teacher needs to create an environment where uncomfortable silence from a student is acceptable, while they think through their answer. Many teachers may feel anxious or the need to keep the class moving, therefore leaving a good amount of wait-time is an acquired skill. In response to the students' answers, teachers need to answer back with non-judgmental statements and thank the student for his/her contribution to the discussion at hand. Also, the teacher can paraphrase the student's response to increase the classroom's understanding, and show the student that the teacher truly listened to the student's response.
I really enjoyed reading this article, because I feel like asking good questions is something that is overlooked by veteran teachers, and not well understood by beginning teachers. Asking questions is a fundamental tool essential for learning and understanding. In order to make students thinking deeply and critically about something, asking good questions is a must. I agree with all the different aspects of asking questions that this article discusses, and I will try to remember these things next time I am in my CT's classroom. I almost feel that this article provides a check list for teachers to follow, to make sure they are asking good questions, and really listening to the responses.
Dania Schnell
Accessed through the Helin Catalog through the URI website:
Ask Questions-and Listen!. The Science Teacher v. 76 no. 5 (Summer 2009) p. 10
This article was written to discuss how to ask good questions. I think it serves as a reminder to teachers and a guide to new teachers, as to how to ask questions, and why this is so important in the first place. The article first reminds teachers that when they ask questions, they need to not be thinking about the next class, or what needs to be done after school, but to be in the frame of mind to truly listen to what the student is saying, even if the question was something simple like, "Did you do anything fun over the weekend?" The article discusses asking open ended questions, instead of questions that can just be answered with a "yes" or a "no." The article discusses in depth the importance of wait-time, which we know is the amount of time the teacher gives the students to answer a questions. By giving students an increased amount of wait-time, the student can think critically about the answer. The teacher needs to create an environment where uncomfortable silence from a student is acceptable, while they think through their answer. Many teachers may feel anxious or the need to keep the class moving, therefore leaving a good amount of wait-time is an acquired skill. In response to the students' answers, teachers need to answer back with non-judgmental statements and thank the student for his/her contribution to the discussion at hand. Also, the teacher can paraphrase the student's response to increase the classroom's understanding, and show the student that the teacher truly listened to the student's response.
I really enjoyed reading this article, because I feel like asking good questions is something that is overlooked by veteran teachers, and not well understood by beginning teachers. Asking questions is a fundamental tool essential for learning and understanding. In order to make students thinking deeply and critically about something, asking good questions is a must. I agree with all the different aspects of asking questions that this article discusses, and I will try to remember these things next time I am in my CT's classroom. I almost feel that this article provides a check list for teachers to follow, to make sure they are asking good questions, and really listening to the responses.